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ERIC Number: EJ1449981
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1359 6748
EISSN: EISSN-1747-5112
Transitioning Identities in Professional Education: An Appreciative Enquiry
Louise Campbell; Di Cantali; Nikki Doig; Sarah Hulme; Argyro Kanaki; Shona Robertson; Lorraine Syme-Smith; Lina Waghorn
Research in Post-Compulsory Education, v29 n4 p623-641 2024
Higher education lecturers who have moved into teaching on professional education programmes from careers in professional practice are an under-researched group. Questions related to self-concept combined with wider social and sectoral issues relating to perceptions about the nature and purpose of higher education can affect the development of their new professional identity. Building on previous research into the experiences of new and developing academics, the research reported here sought to gain an understanding of the experiences and dispositions that contribute to shaping professional identity for those who have moved from professional practice into teaching roles in higher education within an education and social work faculty. Utilising an Appreciative Inquiry model, the objective of this research was to better understand participants' professional perspectives and needs. Findings are organised around three areas: i) the importance of values and goals as catalysts for identity change, ii) the role of social and professional perceptions that impinge on (in)security of identity, and iii) the sense that academic identity development is an iterative and elastic process. These findings suggest the need for future research that engages with exploring how best to promote and nurture productive and satisfying academic careers for those moving between professional and professional education contexts.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)
Grant or Contract Numbers: N/A